Citation: Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (Eds.). (2009). Classroom of the future: Orchestrating collaborative space. Rotterdam, The Netherlands: Sense Publishers. Location: free preview from publisher, Notes: what schools might become Poster: eh
Citation: Kay, R. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS).Computers & Education, 52(4), 730-740. doi:10.1016/j.compedu.2008.11.015. This article takes a look at gender differences in attitudes towards interactive classroom communication systems (computers/clickers), claiming that it is vital to identify them early in order to address any negative consequences and/or educational biases. The article examines the fundamental differences between traditional and interactive classroom systems, the benefits of an interactive classroom system, and challenges associated with interactive classroom systems. The article more closely examines the overall impact of interactive classroom systems, the role that gender plays in regards to computer-related behaviors, and gender comfort levels in regards to the way in which technology is used. Location: Academic Search Premier Database Poster: vv
Citation: Han-Chieh, C., & Tin-Yu, W. (2008). Mobile e-Learning for Next Generation Communication Environment. International Journal of Distance Education Technologies, 6(4), 1-13. The article first describes the environments for mobile learning via the next generation 4G Smartphone/PDA. Next, it examines virtual online classrooms/labs via the internet. Lastly, it concludes by claiming that in the future, learning will take place via next generation 4G Smartphones/PDAs in e-Learning systems that include interactive courses, virtual online labs, interactive online testing, and lab-exercise training platforms that promote international and immediate learner interactions. Location: Academic Search Premier Database Poster: vv
Citation: Vanbuel, M. (1998). Blueprint for the Interactive Classroom. Educational Media International, 35(1), 18. This article takes a look at what the audio visual department at Katholieke University, Leuven is doing to develop education that will be relevant to the needs of late twentieth century students. It describes the blueprint that will be set in place for the educational settings of the future, meeting the educational needs of more people, and the implications for distance education. Location: Academic Search Premier Database Poster: vv
Citation: Kumar, R., & Lightner, R. (2007). Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors, and Students. International Journal of Teaching and Learning in Higher Education, 19(1), 53-63. This article examines the use of games as an educational tool in two different settings: the corporate business world and in college classrooms. The study also set out to identify why certain educators, be it corporate trainers or college professors, used games as an educational tool when compared to ones who did not. The article concludes with a gallimaufry of perceptions gathered in regards to the successes and difficulties of implementing games as an educational tool. Location: free web preview Poster: vv
Citation: Poindexter, S., & Basu, S. (2000). Technology, Teamwork, and Teaching Meet in the Classroom. Although an older paper in terms of technology integration, this article looks at the paradigm shift from a traditional college classroom (80% lecture / 20% interactive) to a technology integrated interactive classroom (20% lecture / 80% interactive). Location: ERIC database Poster: vv
Citation: Yue-Ling Wong. (May 2005). Writing Interactive Stories in the Classroom. Volume 7, Number 1. Retrieved from http://imej.wfu.edu/articles/2005/1/index.asp. Location: Interactive Multimedia Electronic Journal of Computer Enhanced Learning. Notes: This article describes how storywriting (as a game) can create an interactive learning experience
- Story writing becomes interactive when students have a direct impact on how the story ends and progresses. This article describes how games and simulations can be used for interactive storywriting. Though the process of storywriting through technology is complex and often pricey, this article describes how students can build thier own stories with simplistic tools and student friendly environments.
-This article is geared toward high school and higher education students. Students must have a clear understanding of storywriting before building complex plot stories into a game. Through tutorial learning and practice with computer programming, students will create thier own virtual worlds, characters, and plot. Poster: (MI)
Citation: Capuruco, Renato A.C.; Capretz, Luiz F. (Sept. 2009). Building Social-Aware Software Applications for the Interactive Learning Age v(17) :241-255. Retrieved from http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_ Location: ERIC database Notes: This article focuses on software choice to support interactivity. (Make sure to log into the UHM library to view entire text)
-This article is directed toward software development experts who create technology applications for interactive use. According to the article, each software that is developed can be categorized based on the purpose of learning. It is a very detailed look into the creation of software based on systems, cognition, and actual formula based research. The article is way too advanced for me, but for someone who is a content expert, this article may be an excellent resource. Poster: (MI)
Citation: Paul Ngee-Kiong Lau. (Dec. 2009). Constructing mathematics in an interactive classroom context .Volume 73, Number 3. Doi: 10.1007/s10649-009-9196-y. Location: Academic Search Premier. Notes: This article utilizes the Vygotskian "Zone of Proximal Development" as basis of research for scaffolding math education. (Make sure to log into the UHM library in order to view the entire text)
-Lau notes that math education has much to do with scaffolding and adequate dialogue between teacher and student. In other words, rather than students answering math problems, students will be involved in "mathematical discussion." This will not only help with student involvement and attentiveness, it will also increase comprehension and clear undersanding of the subject material.
- The process of creating an interactive math classroom involves many factors. The article notes that teachers must guide students, students must collaborate together in groups, and students must locate and solve problems on thier own. Analysis was conducted for this research with 16 and 17 year old students. However, this idea relates with all grade levels. Poster: (MI)
Citation: Tomei, Lawrence; Balmert, Magaret. (Aug.2000). Creating an Interactive PowerPoint Lesson for the Classroom. Volume 28, Issue 1. Retreived from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4970541&site=ehost-live Location: Academic Search Premier Notes: This article suggests tips through a step by step process for creating a PowerPoint presentation that will be interactive and effective.
-The Microsoft Office applications are extremely popular among schools. The authors of this article guide teachers and students through the creation of effective PowerPoint lessons. Basically, effective presentations should include visuals, be an appropriate pace, include a logical sequence, and allow student controlled learning. The article follows with tools such as buttons that can contribute to this outcome.
-This article is short and sweet, and describes each slide and tool basically. For someone who wants a basic guide for creating effective lessons this is the article for you. Perfect for a beginner. Poster: (MI)
Citation: Braxton, John M.; Jones, Willis A. (Fall, 2008) The Role of Active Learning in College Student Persistence. Volume 2008, Issue 115. Retrieved from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=34464903&site=ehost-live Location: Academic Search Premier Notes: This is an excellent article that focuses on how interactive learning can greatly improve the college student's ability to focus and be persistant at studying and learning.
- Majority of college courses require students to learn through lecture based lessons. Generally, interactivity does not arise in these courses. However, this lack of active learning often affects student motivation and success. The study measures how persistant a student is in an institution based on thier return or departure from the program.
-The article also researched the link between active learning and social interaction in college. They note that entry behaviors and characteristics can also affect a student's level of persistance and social interaction in college. Researchers believe that active learning is directly linked to a student's positive view of learning. Poster: (MI)
Citation: Patera, M., Draper, S., & Naef, M. (2008). Exploring Magic Cottage: a virtual reality environment for stimulating children's imaginative writing. Interactive Learning Environments, 16(3), 245-263. Retrieved from URL http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cph&AN=35523389&site=ehost-live Location: EBSCO Annotated Bibliography This study presents an exploratory study about virtual reality environment (VRE) to stimulate motivation and creativity for students. The main purpose of the study was to investigate if an interactive semi-immersive virtual reality world could increase motivation and stimulate students writing skills. The intent was to create an environment that students could explore naturally without having to learn a complex user interface. The impact of the VRE was evaluated based on observations, interviews with teachers and on formal assessment and comparison with previous schoolwork. Poster: JJ
Citation: Gillen, J., Littleton, K., Twiner, A., Staarman, J., & Mercer, N. (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4), 348-358. Retrieved from URL http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33017552&site=ehost-live Location: Academic Search Premier Annotated Bibliography This paper examines a case study of how the interactive whiteboard (IWB) is integrated to support the teaching and understanding of science. The ITW offers a wide range of potential benefits to the science classroom in terms of offering new opportunities for fostering multifaceted pedagogic strategies. For example, this technology allows relative ease of integration of a number of presentational and ICT functions. The case study further examines how a teacher creates continuity in her students’ learning experiences through the use of multiple resources facilitated by the IWB in order to represent scientific phenomena and engage children in activities to consolidate their understandings. Poster: JJ
Citation: Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A. & Koedinger, K. (2008). Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185-224. Retrieved from URL http://www.editlib.org/p/24328. Location: Academic Search Premier The interest of “gaming the system” has been increasing in recent years. In this article, four studies were presented about the motivations, attitudes, and affective states that are associated with the choice to game. Gaming behaviors have been observed in a variety of types of learning environments, ranging from educational games to online course discussion forums, and have been repeatedly documented in one type of interactive learning environment, intelligent tutoring systems. Understanding why students choose to game systems is a key step towards developing systems that students do not choose to game, and training teachers who use interactive learning environments in their classrooms, to improve learning outcomes for all students. Poster: JJ
Citation: Otsuki, Y., Bandoh, H., Kato, N., Indurkhya, B. & Nakagawa, M. (2004). Educational Software Employing Group Competition Using an Interactive Electronic Whiteboard. Journal of Interactive Learning Research, 15(3), 257-269. Retrieved from URL http://www.editlib.org/p/11285 Location: Academic Search Premier This article examines a competition-based education software called Kanji-pairing Software usable with multiple electronic whiteboards. The software is designed to emulate a classroom teaching activity in which the students make meaningful pairs of kanji characters starting with a kanji character suggested by the teacher. Researchers demonstrated the usefulness of incorporating a function that allows competitive factors to be adjusted to suit the characteristics of the subject and the nature of student. In addition, researchers demonstrated that the electronic whiteboard is effective for classroom teaching and allows the use of educational software incorporating competitive and cooperative strategies. Poster: JJ
Citation: Foster, A. (2008). Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614. Retrieved from URL http://www.editlib.org/p/24259. Location: Academic Search Premier Based on the combination of information from the games, science education, and research literatures, this article focuses on how games for learning can be designed and used for learning and developing an interest in science. In particular, this study focused on how games can enhance students’ interest in science learning by connecting it to their experiences and making them value science. Researchers explored three areas: (a) shaping personal identity, (b) making science activity relevant and meaningful, and (c) showing how science can be applied beyond school settings and for personal agendas. Although motivation research presents a foundation to delve further in exploring games for learning, this does not guarantee continued motivation to learn if gaming situations are not supported elsewhere such as by parents or the social setting. This study is directed in the much needed research to assess the claims about games for learning. Poster: JJ
Citation: Sedig, K. & Liang, H. (2006). Interactivity of Visual Mathematical Representations: Factors Affecting Learning and Cognitive Processes. Journal of Interactive Learning Research, 17(2), 179-212. Retrieved from URL http://www.editlib.org/p/6138. Location: Academic Search Premier This article examines a computer based mathematical cognitive tool that allows learners to investigate and explore mathematical information. Mathematical cognitive tools (MCTs) are external aids intended to support and enhance learning and cognitive processes of learners. The purpose of this article is to discuss interactivity factors that affect learning and cognitive processes of learners who use visual mathematical representation (VMR) based MCTs. To collectively achieve the purpose of designing and evaluating such tools, this article draws together research from mathematics learning, visual reasoning, cognitive technologies, information visualization, and human-computer interaction design. Poster: JJ
Citation: Kumar, D. (2010). Approaches to Interactive Video Anchors in Problem-based Science Learning. Journal of Science Education & Technology, 19(1), 13-19. doi:10.1007/s10956-009-9154-6. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=47409924&site=ehost-live Location: Academic Search Premier Notes:The article describes student centered learning environments with the use of video anchors. The use of video anchors are in reference to using technology tools such as interactive video as a medium used in problem based learning. Selected video clips depict a concept in language arts or science. An example of a specific scene will include a measurement concept such as weight. Learners then discuss the concept and move towards identifying a real world application. Group discussions are formed to organize and relay the information given and transfer the knowledge that is learned. Thus, interactive video technology is a tool used to improve classroom practices and involve the active engagement of the learner. Poster: MG
Citation: Groff, J. & Mouza, C. (2008). A Framework for Addressing Challenges to Classroom Technology Use. AACE Journal, 16(1), 21-46. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org.eres.library.manoa.hawaii.edu/p/24421. Location: Education and Information Technology Digital Library Notes: The authors provide information to address the challenges of technology integration and suggest solutions to successful integration in a classroom setting. Based on their findings, teachers encounter these challenges, teachers forced to use the technology due to the pressure of school administration and government legislation. Another challenge is the resistance of technology usage due to lack of experience. Teachers refuse to apply the integration of technology within the school and government standards (NCLB) No Child Left Behind) due to working towards annual testing for students. Recommendation presented by the authors for successful integration of technology in a classroom includes providing support from administrators and lesson planning for teachers to implement the technology. Offer professional development tools to develop strategies for technology integration. Allow student centered learning, the role of student should interchange as the teacher as well as the student. Due to changing technology the teacher will need to dedicate time to learn new technologies. Lastly, creating an environment to best fit the 21st century learner and the skills to which needs to be obtained. Poster: MG
Citation: Reategui, E., Boff, E., & Campbell, J. (2008). Personalization in an interactive learning environment through a virtual character.Computers & Education, 51(2), 530-544. doi:10.1016/j.compedu.2007.05.018. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32167020&site=ehost-live Location: Computers & Education Science Direct Notes: The article represents a research experiment with a focus group of college computer science students. In the experiment the student uses adaptive hypermedia systems (AHS). (AHS) is a system offers a selection of links based on the preference of the user results. In addition to the use of (AHS) system, a personalized virtual character through a recommender system (a filter system based on the users interests and organized profile). The use of virtual character within the use of the two systems is to assist in a learning environment via online interactive activities and subject matter. The character’s interactive features communicates to the user by filtering appropriate content and recommends organized information the student may need. Poster: MG
Citation: Schrand, T. (2008). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach. College Teaching, 56(2), 78-84. Retrieved from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32013591&site=ehost-live Location: Academic Search Premier Notes: The author, a college instructor describes he’s experiences using two types of instructional technology, multimedia software animation and computer based activities. Through multimedia software and computer based activities, created exercises in a classroom setting allow to students to be actively engaged by collaborating in discussions, practice the technology, deliver technology expertise and analytically present the conclusions of given exercises. Student interactions and the dynamic learning of each student in which the author refers to as multiple intelligences, were students use linguistic intelligence, oral communication and logical-mathematical intelligences. The author discovers by engaging students in a multimedia environment students are active learners through out the entire curriculum experience. Poster: MG
Citation: Mulholland, P., Wolff, A., Zdrahal, Z., & Collins, T. (2008). Blending coherence and control in the construction of interactive educational narratives from digital resources. Interactive Learning Environments, 16(3), 283-296. doi:10.1080/10494820802114242. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35523387&site=ehost-live Location: Academic Search Premier Notes:Digital learning environments using interactive narratives or online video storytelling. Systems such as the interactive narratives have been developed to permit a reader to select choices during the reading of a narrative. A selection of interactive learning environments are closely followed to determine audience engagement and common functions used by the user. The environments include a virtual museum (Bletchley Park Text) encourages readers to look at the multiple perspectives of the content narrative. The second environment (Scene Driver) a gaming platform allows the user to have the option of selecting characters for selected scenes like clips of in a movie. The main objective is to have the reader be able process the information to gain of sense of understanding of a common theme and concept. Poster: MG
Citation: Peschke, J. (2009). Moving Ahead to the Future by Going Back to the Past: Mathematics Education Online. Journal of Computers in Mathematics & Science Teaching, 28(2), 123-133. Location: Retrieved from Education Research Complete database. AB: The authors state a primary task of educators is to bridge the best of the past with the pedagogical framework of the future. They discuss an online learning environment involving remedial mathematics. They discuss parallax as it relates to educational philosophy. Parallax, in this context, may be defined as a wide angled view of learning. For e-learning to be effective, it must be able to replicate, to an extent, the traditional benefits of teacher/student, face - to face - interactions. Just because a technology is new and "sexy", does not necessarily mean it is the best tool for the task at hand.
The project involves multi-media presentations designed to accommodate different ways of learning. The students interact with instructors via; synchronous tutorials, e-mail and discussion boards. There is a "HOTMAILS" email link where the University has mandated students queries must be responded to within two working days. The purpose of these students to instructor links is in part to alleviate students fears about "whether they are doing it right". although familiar with the technology used during everyday life, students may none - the- less, find its use uncomfortable in an academic setting.
The project's web site attempts to emulate a teacher's body language, used to provide feedback and guidance, by the use of flowcharts and maps. A primary goal in the design of the website was to keep the layout simple. Information needed by students to complete the exercises must be readily identified by visual cues. Standardized symbols, for links to reading, practice, tests, etc., were incorporated into the page as guidance.
Studies have shown individuals read maps from global to local, that is - general to specific, and the web pages are designed accordingly. The authors suggest using this technology will provide " a similitude of classroom learning without having to simulate". Poster: MC
Citation: Lever, K. (2010). Career Clue: An Interactive Teaching Strategy to Introduce Beginning Students to the Nursing Profession. Journal of Nursing Education, 49(2), 105-107. Location: Retrieved from Education Research Complete database. AB:The paper discusses an assignment involving active learning, computer technology and a specialty nurse practicing in the field. Students research a nursing specialty and share this research with fellow students via an online whiteboard.
According to literature cited, nursing educators are encouraged to use innovative strategies to educate their students regarding nursing as a career. Strategies should be interactive and incorporate dialogue from those working in the field. The web and e-mentoring appears to be an effective method of achieving this. In addition to e-contact, shadowing a professional can provide a valuable realistic perspective.
The career clue assignment, in use since 2003 has received positive responses from those involved. The individual research, access to a specialty nurse and the sharing of experiences with their classmates was enlightening. In a poll taken of 128 students enrolled in the course, 94% agreed the assignment was an excellent learning experience. Poster: MC
Citation: Traphagan, T., Kucsera, J., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), 19-37. doi:10.1007/s11423-009-9128-7. Location: Retrieved from Education Research Complete database. AB: The paper examines the impact of class lecture webcasts on students' attendance and learning. Data was collected on two class sections; one with webcast access, the other without. The course material was the same, and taught by the same instructor.
Webcasts refers to streaming audio/video. A connection to the internet must be available during the broadcast. Webcasts are becoming more common in higher education. One reason may be the perceived advantage of this technology in improving student performance. Anxiety remains however, regarding possible negative effects, primarily a decline in class attendance.
In analyzing the results of the study, class attendance was lower in the webcast enable section (<9%). Test scores were higher in the non-webcast section. Though scores were improved by the students in the webcast section by watching more webcasts. A majority of the students regarded webcasts as a more effective learning resource than face to face class time. Poster: MC
Citation: Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748. doi:10.1016/j.compedu.2009.09.011. Location: Retrieved from Education Research Complete database. AB: The article discusses interactivity and the use of an interactive whiteboard (IWB) in the classroom. The paper is primarily a literature review. It states, in many cases, there is presently a predominance of teacher lecturing with minimal student response.
The IWBs use can vary from passive, presenting slides and text to synergistic interactivity with students taking an active role utilizing the IWB, sometimes from devices at their desk The authors suggest the further we can shift the IWB away from passive use to synergistic interactivity, the more valuable the device/technology will become. Poster: MC
Citation: Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766. doi:10.1016/j.compedu.2009.09.033. Location: Retrieved from Education Research Complete database. AB: The article discusses a project that uses two way fully interactive video systems for initial training of science teachers. The project was undertaken at both the High School and university level. A major benefit of the video system is it is less obtrusive in a classroom setting than having observers physically present in the classroom.
The video system allows teacher trainers to observe the teacher /student interactions in real time and then provide feedback. Data on the project was collected over a two year period. Entry interviews were conducted and questionnaires were completed by the teacher participants at the end of training. Group interviews were also conducted.
One of the features of this program was to provide opportunities for a trainee to observe their peers teaching in a live classroom. This activity was supplemented by a tutor being present with the trainee to offer commentary and answer questions.
Another feature of the program was to provide the trainees with the opportunity to reflect upon their craft. Reviewing the taped sessions allowed them to see which aspects of their teaching were effective, and which could be improved.
The program also provided a contemporaneous venue to discuss pedagogic issues with their peers.
In conclusion, the authors staate the program was valuable for the reasons previously discussed.
Location: free preview from publisher,
Notes: what schools might become
Poster: eh
Citation: Kay, R. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS).Computers & Education, 52(4), 730-740. doi:10.1016/j.compedu.2008.11.015.
This article takes a look at gender differences in attitudes towards interactive classroom communication systems (computers/clickers), claiming that it is vital to identify them early in order to address any negative consequences and/or educational biases. The article examines the fundamental differences between traditional and interactive classroom systems, the benefits of an interactive classroom system, and challenges associated with interactive classroom systems. The article more closely examines the overall impact of interactive classroom systems, the role that gender plays in regards to computer-related behaviors, and gender comfort levels in regards to the way in which technology is used.
Location: Academic Search Premier Database
Poster: vv
Citation: Han-Chieh, C., & Tin-Yu, W. (2008). Mobile e-Learning for Next Generation Communication Environment. International Journal of Distance Education Technologies, 6(4), 1-13.
The article first describes the environments for mobile learning via the next generation 4G Smartphone/PDA. Next, it examines virtual online classrooms/labs via the internet. Lastly, it concludes by claiming that in the future, learning will take place via next generation 4G Smartphones/PDAs in e-Learning systems that include interactive courses, virtual online labs, interactive online testing, and lab-exercise training platforms that promote international and immediate learner interactions.
Location: Academic Search Premier Database
Poster: vv
Citation: Vanbuel, M. (1998). Blueprint for the Interactive Classroom. Educational Media International, 35(1), 18.
This article takes a look at what the audio visual department at Katholieke University, Leuven is doing to develop education that will be relevant to the needs of late twentieth century students. It describes the blueprint that will be set in place for the educational settings of the future, meeting the educational needs of more people, and the implications for distance education.
Location: Academic Search Premier Database
Poster: vv
Citation: Kumar, R., & Lightner, R. (2007). Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors, and Students. International Journal of Teaching and Learning in Higher Education, 19(1), 53-63.
This article examines the use of games as an educational tool in two different settings: the corporate business world and in college classrooms. The study also set out to identify why certain educators, be it corporate trainers or college professors, used games as an educational tool when compared to ones who did not. The article concludes with a gallimaufry of perceptions gathered in regards to the successes and difficulties of implementing games as an educational tool.
Location: free web preview
Poster: vv
Citation: Poindexter, S., & Basu, S. (2000). Technology, Teamwork, and Teaching Meet in the Classroom.
Although an older paper in terms of technology integration, this article looks at the paradigm shift from a traditional college classroom (80% lecture / 20% interactive) to a technology integrated interactive classroom (20% lecture / 80% interactive).
Location: ERIC database
Poster: vv
Citation: Yue-Ling Wong. (May 2005). Writing Interactive Stories in the Classroom. Volume 7, Number 1. Retrieved from http://imej.wfu.edu/articles/2005/1/index.asp.
Location: Interactive Multimedia Electronic Journal of Computer Enhanced Learning.
Notes: This article describes how storywriting (as a game) can create an interactive learning experience
- Story writing becomes interactive when students have a direct impact on how the story ends and progresses. This article describes how games and simulations can be used for interactive storywriting. Though the process of storywriting through technology is complex and often pricey, this article describes how students can build thier own stories with simplistic tools and student friendly environments.
-This article is geared toward high school and higher education students. Students must have a clear understanding of storywriting before building complex plot stories into a game. Through tutorial learning and practice with computer programming, students will create thier own virtual worlds, characters, and plot.
Poster: (MI)
Citation: Capuruco, Renato A.C.; Capretz, Luiz F. (Sept. 2009). Building Social-Aware Software Applications for the Interactive Learning Age v(17) :241-255. Retrieved from http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_
Location: ERIC database
Notes: This article focuses on software choice to support interactivity. (Make sure to log into the UHM library to view entire text)
-This article is directed toward software development experts who create technology applications for interactive use. According to the article, each software that is developed can be categorized based on the purpose of learning. It is a very detailed look into the creation of software based on systems, cognition, and actual formula based research. The article is way too advanced for me, but for someone who is a content expert, this article may be an excellent resource.
Poster: (MI)
Citation: Paul Ngee-Kiong Lau. (Dec. 2009). Constructing mathematics in an interactive classroom context .Volume 73, Number 3. Doi: 10.1007/s10649-009-9196-y.
Location: Academic Search Premier.
Notes: This article utilizes the Vygotskian "Zone of Proximal Development" as basis of research for scaffolding math education. (Make sure to log into the UHM library in order to view the entire text)
-Lau notes that math education has much to do with scaffolding and adequate dialogue between teacher and student. In other words, rather than students answering math problems, students will be involved in "mathematical discussion." This will not only help with student involvement and attentiveness, it will also increase comprehension and clear undersanding of the subject material.
- The process of creating an interactive math classroom involves many factors. The article notes that teachers must guide students, students must collaborate together in groups, and students must locate and solve problems on thier own. Analysis was conducted for this research with 16 and 17 year old students. However, this idea relates with all grade levels.
Poster: (MI)
Citation: Tomei, Lawrence; Balmert, Magaret. (Aug.2000). Creating an Interactive PowerPoint Lesson for the Classroom. Volume 28, Issue 1. Retreived from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4970541&site=ehost-live
Location: Academic Search Premier
Notes: This article suggests tips through a step by step process for creating a PowerPoint presentation that will be interactive and effective.
-The Microsoft Office applications are extremely popular among schools. The authors of this article guide teachers and students through the creation of effective PowerPoint lessons. Basically, effective presentations should include visuals, be an appropriate pace, include a logical sequence, and allow student controlled learning. The article follows with tools such as buttons that can contribute to this outcome.
-This article is short and sweet, and describes each slide and tool basically. For someone who wants a basic guide for creating effective lessons this is the article for you. Perfect for a beginner.
Poster: (MI)
Citation: Braxton, John M.; Jones, Willis A. (Fall, 2008) The Role of Active Learning in College Student Persistence. Volume 2008, Issue 115. Retrieved from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=34464903&site=ehost-live
Location: Academic Search Premier
Notes: This is an excellent article that focuses on how interactive learning can greatly improve the college student's ability to focus and be persistant at studying and learning.
- Majority of college courses require students to learn through lecture based lessons. Generally, interactivity does not arise in these courses. However, this lack of active learning often affects student motivation and success. The study measures how persistant a student is in an institution based on thier return or departure from the program.
-The article also researched the link between active learning and social interaction in college. They note that entry behaviors and characteristics can also affect a student's level of persistance and social interaction in college. Researchers believe that active learning is directly linked to a student's positive view of learning.
Poster: (MI)
Citation: Patera, M., Draper, S., & Naef, M. (2008). Exploring Magic Cottage: a virtual reality environment for stimulating children's imaginative writing. Interactive Learning Environments, 16(3), 245-263. Retrieved from URL http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cph&AN=35523389&site=ehost-live
Location: EBSCO
Annotated Bibliography
This study presents an exploratory study about virtual reality environment (VRE) to stimulate motivation and creativity for students. The main purpose of the study was to investigate if an interactive semi-immersive virtual reality world could increase motivation and stimulate students writing skills. The intent was to create an environment that students could explore naturally without having to learn a complex user interface. The impact of the VRE was evaluated based on observations, interviews with teachers and on formal assessment and comparison with previous schoolwork.
Poster: JJ
Citation: Gillen, J., Littleton, K., Twiner, A., Staarman, J., & Mercer, N. (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4), 348-358. Retrieved from URL http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33017552&site=ehost-live
Location: Academic Search Premier
Annotated Bibliography
This paper examines a case study of how the interactive whiteboard (IWB) is integrated to support the teaching and understanding of science. The ITW offers a wide range of potential benefits to the science classroom in terms of offering new opportunities for fostering multifaceted pedagogic strategies. For example, this technology allows relative ease of integration of a number of presentational and ICT functions. The case study further examines how a teacher creates continuity in her students’ learning experiences through the use of multiple resources facilitated by the IWB in order to represent scientific phenomena and engage children in activities to consolidate their understandings.
Poster: JJ
Citation: Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A. & Koedinger, K. (2008). Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185-224. Retrieved from URL http://www.editlib.org/p/24328.
Location: Academic Search Premier
The interest of “gaming the system” has been increasing in recent years. In this article, four studies were presented about the motivations, attitudes, and affective states that are associated with the choice to game. Gaming behaviors have been observed in a variety of types of learning environments, ranging from educational games to online course discussion forums, and have been repeatedly documented in one type of interactive learning environment, intelligent tutoring systems. Understanding why students choose to game systems is a key step towards developing systems that students do not choose to game, and training teachers who use interactive learning environments in their classrooms, to improve learning outcomes for all students.
Poster: JJ
Citation: Otsuki, Y., Bandoh, H., Kato, N., Indurkhya, B. & Nakagawa, M. (2004). Educational Software Employing Group Competition Using an Interactive Electronic Whiteboard. Journal of Interactive Learning Research, 15(3), 257-269. Retrieved from URL http://www.editlib.org/p/11285
Location: Academic Search Premier
This article examines a competition-based education software called Kanji-pairing Software usable with multiple electronic whiteboards. The software is designed to emulate a classroom teaching activity in which the students make meaningful pairs of kanji characters starting with a kanji character suggested by the teacher. Researchers demonstrated the usefulness of incorporating a function that allows competitive factors to be adjusted to suit the characteristics of the subject and the nature of student. In addition, researchers demonstrated that the electronic whiteboard is effective for classroom teaching and allows the use of educational software incorporating competitive and cooperative strategies.
Poster: JJ
Citation: Foster, A. (2008). Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614. Retrieved from URL http://www.editlib.org/p/24259.
Location: Academic Search Premier
Based on the combination of information from the games, science education, and research literatures, this article focuses on how games for learning can be designed and used for learning and developing an interest in science. In particular, this study focused on how games can enhance students’ interest in science learning by connecting it to their experiences and making them value science. Researchers explored three areas: (a) shaping personal identity, (b) making science activity relevant and meaningful, and (c) showing how science can be applied beyond school settings and for personal agendas. Although motivation research presents a foundation to delve further in exploring games for learning, this does not guarantee continued motivation to learn if gaming situations are not supported elsewhere such as by parents or the social setting. This study is directed in the much needed research to assess the claims about games for learning.
Poster: JJ
Citation: Sedig, K. & Liang, H. (2006). Interactivity of Visual Mathematical Representations: Factors Affecting Learning and Cognitive Processes. Journal of Interactive Learning Research, 17(2), 179-212. Retrieved from URL http://www.editlib.org/p/6138.
Location: Academic Search Premier
This article examines a computer based mathematical cognitive tool that allows learners to investigate and explore mathematical information. Mathematical cognitive tools (MCTs) are external aids intended to support and enhance learning and cognitive processes of learners. The purpose of this article is to discuss interactivity factors that affect learning and cognitive processes of learners who use visual mathematical representation (VMR) based MCTs. To collectively achieve the purpose of designing and evaluating such tools, this article draws together research from mathematics learning, visual reasoning, cognitive technologies, information visualization, and human-computer interaction design.
Poster: JJ
Citation: Kumar, D. (2010). Approaches to Interactive Video Anchors in Problem-based Science Learning. Journal of Science Education & Technology, 19(1), 13-19. doi:10.1007/s10956-009-9154-6. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=47409924&site=ehost-live
Location: Academic Search Premier
Notes:The article describes student centered learning environments with the use of video anchors. The use of video anchors are in reference to using technology tools such as interactive video as a medium used in problem based learning. Selected video clips depict a concept in language arts or science. An example of a specific scene will include a measurement concept such as weight. Learners then discuss the concept and move towards identifying a real world application. Group discussions are formed to organize and relay the information given and transfer the knowledge that is learned. Thus, interactive video technology is a tool used to improve classroom practices and involve the active engagement of the learner.
Poster: MG
Citation: Groff, J. & Mouza, C. (2008). A Framework for Addressing Challenges to Classroom Technology Use. AACE Journal, 16(1), 21-46. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org.eres.library.manoa.hawaii.edu/p/24421.
Location: Education and Information Technology Digital Library
Notes: The authors provide information to address the challenges of technology integration and suggest solutions to successful integration in a classroom setting. Based on their findings, teachers encounter these challenges, teachers forced to use the technology due to the pressure of school administration and government legislation. Another challenge is the resistance of technology usage due to lack of experience. Teachers refuse to apply the integration of technology within the school and government standards (NCLB) No Child Left Behind) due to working towards annual testing for students. Recommendation presented by the authors for successful integration of technology in a classroom includes providing support from administrators and lesson planning for teachers to implement the technology. Offer professional development tools to develop strategies for technology integration. Allow student centered learning, the role of student should interchange as the teacher as well as the student. Due to changing technology the teacher will need to dedicate time to learn new technologies. Lastly, creating an environment to best fit the 21st century learner and the skills to which needs to be obtained.
Poster: MG
Citation: Reategui, E., Boff, E., & Campbell, J. (2008). Personalization in an interactive learning environment through a virtual character. Computers & Education, 51(2), 530-544. doi:10.1016/j.compedu.2007.05.018. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32167020&site=ehost-live
Location: Computers & Education Science Direct
Notes: The article represents a research experiment with a focus group of college computer science students. In the experiment the student uses adaptive hypermedia systems (AHS). (AHS) is a system offers a selection of links based on the preference of the user results. In addition to the use of (AHS) system, a personalized virtual character through a recommender system (a filter system based on the users interests and organized profile). The use of virtual character within the use of the two systems is to assist in a learning environment via online interactive activities and subject matter. The character’s interactive features communicates to the user by filtering appropriate content and recommends organized information the student may need.
Poster: MG
Citation: Schrand, T. (2008). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach. College Teaching, 56(2), 78-84. Retrieved from http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32013591&site=ehost-live
Location: Academic Search Premier
Notes: The author, a college instructor describes he’s experiences using two types of instructional technology, multimedia software animation and computer based activities. Through multimedia software and computer based activities, created exercises in a classroom setting allow to students to be actively engaged by collaborating in discussions, practice the technology, deliver technology expertise and analytically present the conclusions of given exercises. Student interactions and the dynamic learning of each student in which the author refers to as multiple intelligences, were students use linguistic intelligence, oral communication and logical-mathematical intelligences. The author discovers by engaging students in a multimedia environment students are active learners through out the entire curriculum experience.
Poster: MG
Citation: Mulholland, P., Wolff, A., Zdrahal, Z., & Collins, T. (2008). Blending coherence and control in the construction of interactive educational narratives from digital resources. Interactive Learning Environments, 16(3), 283-296. doi:10.1080/10494820802114242. Retrieved from: http://eres.library.manoa.hawaii.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=35523387&site=ehost-live
Location: Academic Search Premier
Notes:Digital learning environments using interactive narratives or online video storytelling. Systems such as the interactive narratives have been developed to permit a reader to select choices during the reading of a narrative. A selection of interactive learning environments are closely followed to determine audience engagement and common functions used by the user. The environments include a virtual museum (Bletchley Park Text) encourages readers to look at the multiple perspectives of the content narrative. The second environment (Scene Driver) a gaming platform allows the user to have the option of selecting characters for selected scenes like clips of in a movie. The main objective is to have the reader be able process the information to gain of sense of understanding of a common theme and concept.
Poster: MG
Citation: Peschke, J. (2009). Moving Ahead to the Future by Going Back to the Past: Mathematics Education Online. Journal of Computers in Mathematics & Science Teaching, 28(2), 123-133.
Location: Retrieved from Education Research Complete database.
AB: The authors state a primary task of educators is to bridge the best of the past with the pedagogical framework of the future. They discuss an online learning environment involving remedial mathematics. They discuss parallax as it relates to educational philosophy. Parallax, in this context, may be defined as a wide angled view of learning. For e-learning to be effective, it must be able to replicate, to an extent, the traditional benefits of teacher/student, face - to face - interactions. Just because a technology is new and "sexy", does not necessarily mean it is the best tool for the task at hand.
The project involves multi-media presentations designed to accommodate different ways of learning. The students interact with instructors via; synchronous tutorials, e-mail and discussion boards. There is a "HOTMAILS" email link where the University has mandated students queries must be responded to within two working days. The purpose of these students to instructor links is in part to alleviate students fears about "whether they are doing it right". although familiar with the technology used during everyday life, students may none - the- less, find its use uncomfortable in an academic setting.
The project's web site attempts to emulate a teacher's body language, used to provide feedback and guidance, by the use of flowcharts and maps. A primary goal in the design of the website was to keep the layout simple. Information needed by students to complete the exercises must be readily identified by visual cues. Standardized symbols, for links to reading, practice, tests, etc., were incorporated into the page as guidance.
Studies have shown individuals read maps from global to local, that is - general to specific, and the web pages are designed accordingly. The authors suggest using this technology will provide " a similitude of classroom learning without having to simulate".
Poster: MC
Citation: Lever, K. (2010). Career Clue: An Interactive Teaching Strategy to Introduce Beginning Students to the Nursing Profession. Journal of Nursing Education, 49(2), 105-107.
Location: Retrieved from Education Research Complete database.
AB: The paper discusses an assignment involving active learning, computer technology and a specialty nurse practicing in the field. Students research a nursing specialty and share this research with fellow students via an online whiteboard.
According to literature cited, nursing educators are encouraged to use innovative strategies to educate their students regarding nursing as a career. Strategies should be interactive and incorporate dialogue from those working in the field. The web and e-mentoring appears to be an effective method of achieving this. In addition to e-contact, shadowing a professional can provide a valuable realistic perspective.
The career clue assignment, in use since 2003 has received positive responses from those involved. The individual research, access to a specialty nurse and the sharing of experiences with their classmates was enlightening. In a poll taken of 128 students enrolled in the course, 94% agreed the assignment was an excellent learning experience.
Poster: MC
Citation: Traphagan, T., Kucsera, J., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), 19-37. doi:10.1007/s11423-009-9128-7.
Location: Retrieved from Education Research Complete database.
AB: The paper examines the impact of class lecture webcasts on students' attendance and learning. Data was collected on two class sections; one with webcast access, the other without. The course material was the same, and taught by the same instructor.
Webcasts refers to streaming audio/video. A connection to the internet must be available during the broadcast. Webcasts are becoming more common in higher education. One reason may be the perceived advantage of this technology in improving student performance. Anxiety remains however, regarding possible negative effects, primarily a decline in class attendance.
In analyzing the results of the study, class attendance was lower in the webcast enable section (<9%). Test scores were higher in the non-webcast section. Though scores were improved by the students in the webcast section by watching more webcasts. A majority of the students regarded webcasts as a more effective learning resource than face to face class time.
Poster: MC
Citation: Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748. doi:10.1016/j.compedu.2009.09.011.
Location: Retrieved from Education Research Complete database.
AB: The article discusses interactivity and the use of an interactive whiteboard (IWB) in the classroom. The paper is primarily a literature review. It states, in many cases, there is presently a predominance of teacher lecturing with minimal student response.
The IWBs use can vary from passive, presenting slides and text to synergistic interactivity with students taking an active role utilizing the IWB, sometimes from devices at their desk The authors suggest the further we can shift the IWB away from passive use to synergistic interactivity, the more valuable the device/technology will become.
Poster: MC
Citation: Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766. doi:10.1016/j.compedu.2009.09.033.
Location: Retrieved from Education Research Complete database.
AB: The article discusses a project that uses two way fully interactive video systems for initial training of science teachers. The project was undertaken at both the High School and university level. A major benefit of the video system is it is less obtrusive in a classroom setting than having observers physically present in the classroom.
The video system allows teacher trainers to observe the teacher /student interactions in real time and then provide feedback. Data on the project was collected over a two year period. Entry interviews were conducted and questionnaires were completed by the teacher participants at the end of training. Group interviews were also conducted.
One of the features of this program was to provide opportunities for a trainee to observe their peers teaching in a live classroom. This activity was supplemented by a tutor being present with the trainee to offer commentary and answer questions.
Another feature of the program was to provide the trainees with the opportunity to reflect upon their craft. Reviewing the taped sessions allowed them to see which aspects of their teaching were effective, and which could be improved.
The program also provided a contemporaneous venue to discuss pedagogic issues with their peers.
In conclusion, the authors staate the program was valuable for the reasons previously discussed.
Poster: MC
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